One of the theories who called our attention
was the COMPRENHENSION HYPOTHESIS firstly proposed by Krashen. It has had certain changes through time; at
the very beginning, it was known as the “monitor model”, then “input
hypothesis”. The basis of this theory relies
on the subconscious acquisition of the language with a non-stressful or at least
a low stressful situation (low affective filter); in addition to that, it is
required a lot of exposure to comprehensible Input in the target language for
the learner to be able to acquire a second language.
When thinking about that assertion and comparing
such hypothesis with the one concerning OUTPUT, we have realized that
theoretically speaking, a learner could be exposed to “tons of comprehensible
input” but never be able to “achieve” the production process. (in this way,
hearing and reading are two important necessary skills for the acquisition of a
second language)
For this theorist, grammar skills are learnt in
a predictable order. He also declares there are five constituent domains in
this hypothesis:
THE ACQUISITION-LEARNING HYPOTHESIS
THE MONITOR HYPOTHESIS
THE NATURAL ORDER HYPOTHESIS
THE INPUT HYPOTHESIS
THE AFFECTIVE FILTER HYPOTHESIS
At the moment of analyzing and thinking about
the practice application of this theory we have found some difficulties for getting
excellent results by using these postulates. First of all, it is difficult to be
exposed to the “comprehensible input” since we are in an artificial environment;
it is not possible to have long hours of exposure to the target language
because it is only implemented in some schools and in formal institutions.
On the other hand, most of the public schools
are not really concerned about English Teaching for the students. Sometimes,
teachers feel disappointed because of the large number of students they are
assigned and the lack of educational aids. (We state this, based on the contact
we have already held with some of the teachers when applying our observations
for developing our research project). Sometimes, it is difficult to face the
reality, but we have to do it for recognizing the shortcomings presented when
teaching this foreign language; if we want to make a change in these aspects,
we have to change first our minds. Input hypothesis is not applied in the
public context because teachers had the conception that students will never speak
in English for many reasons; above all, (now that we are leading with this
topic) because there is not an enough comprehensible exposure to the language.
Another problem is that students in public
schools are studying just three hours; some others schools have reduced this
number to one hour per week, (E.g. Colegio San Pedro Alejandrino) making the
English Leaning for our students a difficult task to achieve.
We as future teachers must notice those
problems and look at the importance of acquiring this foreign language. We have
an important role as individuals in search of a constant improvement in society;
therefore, we must try to change these beliefs and make others realize that the
process of acquiring English is necessary and can be implemented in the best
way possible.
This can be done if the institutions in which
we are working show an impact with the different uses we can make from this
language; if they do not notice the importance of this, they will continue being
blinded. Teachers must put away that bandage and start applying the language in
several activities organized from the school. Through working on projects,
interacting with other teachers and students themselves on special dates,
organizing activities in other schedules (term period) different from the
habitual ones, this so-called impact could be displayed. As much students as teachers could have some fun
by using English in several ways to show the rest as “ izadas de bandera” and
the like.
If activities related to English are promoted
and their efficacy is proved in activities like those proposed in the previous
paragraph, probably administrators will
want to contribute for making an environment like this a good tool for the
students to have a closer contact with the target language. Both (students and
administrators) will give their best for making this a meaningful project.
We
are the only ones responsible for looking at the ways in which students and
society can be interested and exposed to meaningful input for them to learn.
We, who have the knowledge about teaching, must create the necessary means for
making English a tool opened to everybody.
Posted by: Jessica B. Liberato
